摘要：This study aimed to inspect the written feedback practices as well as the Iranian teachers’ perceptions and attitudes towards written feedback in their writing classes. In fact, it tried to investigate what type of feedback the teachers usually give more and whether their written feedback practices are in agreement with their beliefs or not. To this end, data were collected by means of questionnaires and 30 TOEFL/IELTS writing teachers’ written feedback given to 300 students’ essays in different language institutes of Tehran. Both the quantitative and qualitative analyses in this study showed that although most of these teachers were of the opinion that teachers must give feedback to the language (i.e., spelling, grammar, vocabulary, capitalization, and punctuation), organization (i.e., cohesion, coherence, and unity), and content of students’ essays, most of their written feedbacks were given to the language of their students’ essays. In other words, a discrepancy was found between their perceptions and practices. In addition, most of their written feedbacks were direct while the majority of them believed that teachers must give indirect feedback to their students’ writings. This lack of agreement between what was believed and what actually happened indicates that teachers may not be completely aware of the feedback they give to their students’ writings.
其他摘要：This study aimed to inspect the written feedback practices as well as the Iranian teachers’ perceptions and attitudes towards written feedback in their writing classes. In fact, it tried to investigate what type of feedback the teachers usually give more and whether their written feedback practices are in agreement with their beliefs or not. To this end, data were collected by means of questionnaires and 30 TOEFL/IELTS writing teachers’ written feedback given to 300 students’ essays in different language institutes of Tehran. Both the quantitative and qualitative analyses in this study showed that although most of these teachers were of the opinion that teachers must give feedback to the language (i.e., spelling, grammar, vocabulary, capitalization, and punctuation), organization (i.e., cohesion, coherence, and unity), and content of students’ essays, most of their written feedbacks were given to the language of their students’ essays. In other words, a discrepancy was found between their perceptions and practices. In addition, most of their written feedbacks were direct while the majority of them believed that teachers must give indirect feedback to their students’ writings. This lack of agreement between what was believed and what actually happened indicates that teachers may not be completely aware of the feedback they give to their students’ writings.
